scholarly journals The Effect of Digital Game-Based Learning on Learning Motivation and Performance Under Social Cognitive Theory and Entrepreneurial Thinking

2021 ◽  
Vol 12 ◽  
Author(s):  
Chia-Chen Chen ◽  
Hsing-Ying Tu
Keyword(s):  
Social Support ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Emotional State ◽  
Learning Motivation ◽  
Learning Performance ◽  
Digital Game ◽  
Game Based Learning ◽  
Experimental Group

This study aims to investigate the effects of students’ learning motivation and learning performance in a digital game-based learning setting and the structure of competition. This study uses Social Cognitive Theory, which emphasizes the bidirectional effects between personal factors, environmental factors, and behavior. We use the emotional state as the personal factor, social support as the environmental factor, learning performance as behavior. We also use self-efficacy and learning motivation as the mediating factors in the model. Data samples were collected from approximately 600 students in junior high schools in Taiwan. The students learned via either application or conventional lectures in three groups. The Control Group (CG) learned the course through a conventional learning approach. The Experimental group 1 (EG1) learned by a digital game, while Experimental Group 2 (EG2) learned through the digital game in combination with a structure that involved competing and entrepreneurship with classmates. The result of this research shows that the emotional state negatively affects learning motivation and self-efficacy, that self-efficacy will positively affect learning motivation, social support will positively affect self-efficacy, and self-efficacy and learning motivation will both positively affect learning performance. In addition, this research certifies previous works that entrepreneurs prefer to be more aggressive in competitions, have a high demand for accomplishment motivation, and are more likely to facilitate competitive over non-competitive environments.

Designing and Evaluating Digital Game-Based Learning with the ARCS Motivation Model, Humor, and Animation

2015 ◽  
Vol 11 (2) ◽  
pp. 80-95 ◽  
Author(s):  
Lai-Chung Lee ◽  
Kuang-Chung Hao
Keyword(s):  
Natural Science ◽  
Multimedia Applications ◽  
Learning Motivation ◽  
Control Group ◽  
Learning Effectiveness ◽  
Digital Game ◽  
Game Based Learning ◽  
Teaching Materials ◽  
Motivation Model ◽  
Experimental Group

Multimedia teaching applications have been widely utilized in various subjects. The presentation of teaching materials with animations and games helps to stimulate the visual sense and enhance the learning motivation of learners. Successful learning, however, requires the stimulation of learning motivation that can inspire learners to achieve the desired learning objectives. This study combines the ARCS (Attention, Relevance, Confidence, Satisfaction) motivation model, and humor to design a set of multimedia applications that include teaching animations and games for sixth graders' natural science and technology course, called the Cat's Cradle Multimedia Learning System (CCMLS). The scenario stories of anthropomorphic characters introduce four units of natural science: levers, axles, pulleys and gears. Additionally, games are designed to impress learners even more. After the applications were prepared, tests for learning effectiveness, learning motivation and perceived fun associated with teaching materials were conducted with 106 students at the Qishan Elementary School in Kaohsiung. The experimental group used CCMLS, while the control group used videos of the textbook as the applications. A pre-test and post-test, ARCS Learning Motivation Questionnaire, Smileyometer and interviews were conducted with both groups. According to the statistical analysis, significance was detected in regard to learning effectiveness between the experimental group and the control group. Significance was also found in ARCS learning motivation and perceived fun of teaching materials. Moreover, there is a significant positive correlation between the perceived fun related to the teaching materials and learning motivation. The contribution of this study lies in the proposal of the digital game-based learning (DGBL) from the design perspective: to enhance students' learning motivation and use willingness regarding the teaching materials of the drama and the cartoon characters in humorous dialogues. The proper sound and light effects and examples that are close to daily life will also be taken into consideration in the design of the multimedia applications.

Do College Students Benefit from Their Social Media Experience?

2015 ◽  
pp. 259-278
Author(s):  
Ling Fang ◽  
Louisa Ha
Keyword(s):  
Social Support ◽  
College Students ◽  
Social Media ◽  
Undergraduate Students ◽  
Social Networking Sites ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Efficacy Research ◽  
Media Experience

As young people are increasingly dependent on Social Networking sites (SNS) to socialize, seek information, and self-broadcast, their SNS consumption has been found to be associated with social capital and social support in a positive way especially among individuals with low psychological assets. This exploratory study investigated SNS involvement in relation to college students' perceived self-efficacy change afterwards based on the social cognitive theory and literature review on social media effects studies. Undergraduate students (N = 395) in a Midwest U.S. public university participated in a web survey in September 2012. Results indicated a positive potential of involving in SNS activities to strengthen users' self-efficacy. Research data also point to the mediating roles of social support and social learning on SNS involvement and self-efficacy, especially among low self-efficacy college students with homogenous SNS networks. Theoretical and practical implications are discussed.

Are They Learning or Playing? Students’ Perception Traits and Their Learning Self-Efficacy in a Game-Based Learning Environment

2019 ◽  
Vol 57 (8) ◽  
pp. 1879-1909 ◽  
Author(s):  
Yu-Ling Lu ◽  
Chi-Jui Lien
Keyword(s):  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Sixth Grade ◽  
Game Based Learning ◽  
Classroom Activities ◽  
The Social ◽  
Sixth Grade Students ◽  
Trait Groups

As game-based learning continues to draw attention, students’ perceptions toward classroom activities are vital in influencing the quality of learning. This study used the social cognitive theory to show the perception traits of learning and playing in game-based environments and for students to identify their self-efficacy toward game-based learning by different trait groups. The game Formosa Hope was used in an experiment with 362 fifth- and sixth-grade students at ages 11 to 12 years as participants. Three perception traits were identified through a two-step cluster analysis: I—strong perceptions of learning and playing, II—moderate perceptions of learning and playing, and III—strong perception of playing but weak perception of learning. This study showed that regardless of trait type, students demonstrated positive self-efficacy, with those with Trait I having significantly higher self-efficacy than those with Traits II and III, indicating that students’ positive perceptions of learning and playing are essential in prompting self-efficacy in game-based learning.

scholarly journals A Test of Social Cognitive Theory to Explain Men’s Physical Activity During a Gender-Tailored Weight Loss Program

2016 ◽  
Vol 10 (6) ◽  
pp. NP176-NP187 ◽  
Author(s):  
Myles D. Young ◽  
Ronald C. Plotnikoff ◽  
Clare E. Collins ◽  
Robin Callister ◽  
Philip J. Morgan
Keyword(s):  
Physical Activity ◽  
Social Support ◽  
Weight Loss ◽  
Social Cognitive Theory ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Outcome Expectations ◽  
Weight Loss Program ◽  
Medium Effect

Physical inactivity is a leading contributor to the burden of disease in men. Social–cognitive theories may improve physical activity (PA) interventions by identifying which variables to target to maximize intervention impact. This study tested the utility of Bandura’s social cognitive theory (SCT) to explain men’s PA during a 3-month weight loss program. Participants were 204 overweight/obese men ( M [ SD] age = 46.6 [11.3] years; body mass index = 33.1 [3.5] kg/m2). A longitudinal, latent variable structural equation model tested the associations between SCT constructs (i.e., self-efficacy, outcome expectations, intention, and social support) and self-reported moderate-to-vigorous PA (MVPA) and examined the total PA variance explained by SCT. After controlling for Time 1 cognitions and behavior, the model fit the data well (χ2 = 73.9, degrees of freedom = 39, p < .001; normed χ2 = 1.9; comparative fit index = 0.96; standardized root mean residual = 0.059) and explained 65% of the variance in MVPA at Time 2. At Time 2, self-efficacy demonstrated the largest direct and total effects on MVPA (βdirect = .45, p < .001; βtotal = .67, p = .002). A small-to-medium effect was observed from intention to MVPA, but not from outcome expectations or social support. This study provides some evidence supporting the tenets of SCT when examining PA behavior in overweight and obese men. Future PA and weight loss interventions for men may benefit by targeting self-efficacy and intention, but the utility of targeting social support and outcome expectations requires further examination.

scholarly journals Effects of digital game-based learning on achievement, flow and overall cognitive load

2018 ◽  
Vol 34 (4) ◽  
Author(s):  
Chi-Cheng Chang ◽  
Clyde A Warden ◽  
Chaoyun Liang ◽  
Guan-You Lin
Keyword(s):  
College Students ◽  
Cognitive Load ◽  
Cognitive Theory ◽  
Control Group ◽  
Digital Game ◽  
Game Based Learning ◽  
Learning Achievement ◽  
Computer Based Learning ◽  
Computer Based ◽  
Experimental Group

The purpose of this study was to examine differences in learning achievement, flow, and overall cognitive load between digital game-based learning (DGBL) and traditional computer-based learning (CBL). This study was conducted with 103 Taiwan college students: 50 college students in the experimental group used DGBL; 53 students in the control group used CBL. Results show the DGBL participants displayed significantly better learning achievement, flow, and lower cognitive load compared to the CBL participants. Learning achievement and flow exhibit a positive correlation, while negatively correlating with overall cognitive load. These results align with the existing research concepts of flow theory, cognitive theory of multimedia learning, and cognitive load theory.

scholarly journals Social cognitive determinants of exercise behavior in the context of behavior modeling: a mixed method approach

2018 ◽  
Vol 4 ◽  
pp. 205520761881155 ◽  
Author(s):  
Kiemute Oyibo ◽  
Ifeoma Adaji ◽  
Julita Vassileva
Keyword(s):  
Social Support ◽  
Direct Effect ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Perceived Social Support ◽  
Exercise Behavior ◽  
Behavior Modeling ◽  
Outcome Expectation ◽  
Persuasive Technologies

Research has shown that persuasive technologies aimed at behavior change will be more effective if behavioral determinants are targeted. However, research on the determinants of bodyweight exercise performance in the context of behavior modeling in fitness apps is scarce. To bridge this gap, we conducted an empirical study among 659 participants resident in North America using social cognitive theory as a framework to uncover the determinants of the performance of bodyweight exercise behavior. To contextualize our study, we modeled, in a hypothetical context, two popular bodyweight exercise behaviors – push ups and squats – featured in most fitness apps on the market using a virtual coach (aka behavior model). Our social cognitive model shows that users’ perceived self-efficacy (βT = 0.23, p < 0.001) and perceived social support (βT = 0.23, p < 0.001) are the strongest determinants of bodyweight exercise behavior, followed by outcome expectation (βT = 0.11, p < 0.05). However, users’ perceived self-regulation (βT = –0.07, p = n.s.) turns out to be a non-determinant of bodyweight exercise behavior. Comparatively, our model shows that perceived self-efficacy has a stronger direct effect on exercise behavior for men (β = 0.31, p < 0.001) than for women (β = 0.10, p = n.s.). In contrast, perceived social support has a stronger direct effect on exercise behavior for women (β = 0.15, p < 0.05) than for men (β = −0.01, p = n.s.). Based on these findings and qualitative analysis of participants’ comments, we provide a set of guidelines for the design of persuasive technologies for promoting regular exercise behavior.

Social Cognitive Theory and Motivation

2019 ◽  
pp. 9-26 ◽  
Author(s):  
Dale H. Schunk ◽  
Ellen L. Usher
Keyword(s):  
Social Cognitive Theory ◽  
Self Efficacy ◽  
Goal Attainment ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Outcome Expectations ◽  
Social Comparisons ◽  
Future Research ◽  
Regulatory Processes ◽  
Social Environmental

Social cognitive theory is a theory of human behavior that emphasizes learning from the social environment. This chapter focuses on Bandura’s social cognitive theory, which postulates reciprocal interactions among personal, behavioral, and social/environmental factors. Persons use various vicarious, symbolic, and self-regulatory processes as they strive to develop a sense of agency in their lives. Key motivational processes are goals and self-evaluations of progress, outcome expectations, values, social comparisons, and self-efficacy. People set goals and evaluate their goal progress. The perception of progress sustains self-efficacy and motivation. Individuals act in accordance with their values and strive for outcomes they desire. Social comparisons with others provide further information on their learning and goal attainment. Self-efficacy is a critical influence on motivation and affects task choices, effort, persistence, and achievement. Recommendations are made for future research.

Enhancing Self-Efficacy During Community Service: Factors Influencing AmeriCorps’ Members’ Change in Self-Efficacy

2021 ◽  
pp. 089976402199165
Author(s):  
Yinglin Ma ◽  
Mary Tschirhart
Keyword(s):  
Community Service ◽  
Self Efficacy ◽  
Role Models ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Random Effects Model ◽  
Panel Survey ◽  
Positive Role ◽  
Context Specific ◽  
Service Factors

Our study uses a social cognitive theory lens to examine the development of AmeriCorps’ members’ context-specific self-efficacy (self-efficacy to perform community service). The analysis uses panel survey data from 189 Ohio State AmeriCorps members collected at the beginning and end of their service terms in 2017–2018 or 2018–2019. Using a random-effects model, the results indicate that generally self-efficacy increased from beginning to end of the service term. Perceptions of having performance accomplishments, having positive role models, and receiving useful feedback significantly increased self-efficacy to perform community service, while experiencing service stress diminished self-efficacy development.

Sign in / Sign up

Export Citation Format

Share Document